- Author: Adina M. Merenlender, UC Cooperative Extension Specialist, UC Berkeley
- Author: Mary Tran, Spring 2021 intern and recent B.S. graduate, SF State University
Field research in agricultural and natural resource science has been ongoing at UCANR Research and Extension Centers for over 70 years, making an impact on the food we eat and the management practices we recommend. What afforded us the opportunity to have these living laboratories? The University of California is a land grant institution and is directly linked with the federal Morrill Act of 1862, also known as the Land-Grant College Act. The Act granted land mostly taken from indigenous tribes to states that used the proceeds from the sale of these lands to fund colleges specializing in agriculture and the mechanical arts.
A recent article in High Country News, "Land-Grab Universities," provides interactive spatial data revealing the direct connection between the ~10.7 million acres of stolen Indigenous land and land-grant institutions. Many of these Morrill Act parcels were in California and, thanks to Andy Lyons at UCANR IGIS, we can view the overlap between UC land and these parcels in a geographic information system.
We created an ESRI Story Map to provide a synoptic history of the land that Hopland Research and Extension Center (HREC) currently occupies before it became part of the University of California. The map is the result of a collaborative effort that included the UC ANR Native American Community Partnerships Work Group, the Tribal Historic Preservation Officer for the Hopland Band of Pomo Indians, HREC staff, local long-time residents, and UC ANR IGIS. Our hope is that educators, researchers, landowners and other Hopland community members will learn about the historical context of the area, including injustices Indigenous people endured, and develop a sense of appreciation and admiration for the land we study.
This story map builds on an acknowledgment of the Shóqowa and Hopland People on whose traditional, ancestral and unceded lands we work, educate and learn, and whose historical and spiritual relationship with these lands continues to this day. It contains some details on the Indigenous history, a brief history of the Spanish/Mexican land grant and other facts from the early colonial period, a timeline of notable events, and ways HREC and neighboring Indigenous communities are collaborating to foster a sincere and mutually beneficial relationship for the land and the community. Please explore HREC's land history story map and if you are interested in building your own see our methods in the reference section.
- Author: Rose Marie Hayden-Smith
The University of California Cooperative Extension (UCCE) 4-H Program is offering a free, virtual, after-school club for youth ages 9-12. The club – Sustainable You! – will focus on sustainability issues, including land, water, energy, food, and air. Youth do not need to be a member of 4-H to join, and again, there is no cost for participating.
A typical meeting will include:
- An introduction to a sustainability topic with an ice breaker;
- A discussion or video on the day's topic;
- A demonstrated activity;
- Games and art; and
- An activity that youth can do on their own.
The program consists of weekly meetings, which will be held on Tuesdays from 3:30-4:30. It runs for 11 weeks, from September 29ththrough December 8th. The virtual after-school club is part of the online educational programs being organized by UCCE Ventura County. Learn more here.
While there is no cost, registration is required. Attendance is limited to no more than 50 youth.
The program is organized by UCCE educators, in partnership with the City of Ventura Environmental Sustainability Division and Ventura Water.
For more information, email Susana Bruzzone Miller.
The University of California Cooperative Extension (UCCE) is part of the University of California Agriculture and Natural Resources division. UCCE advisors offer research-based information in support of agriculture and natural resources. We also offer community-based educational programs, such Master Gardener and 4-H.
4‑H provides experiences that enable young people to learn by doing. Since 1914, 4‑H has welcomed young people of all beliefs and backgrounds, giving them a voice to express who they are and how they make their lives and communities better.
Through life-changing 4‑H programs, nearly six million kids and teens across the US have taken on critical societal issues, such as addressing community health inequities, engaging in civil discourse and advocating for equity and inclusion for all.
Photo by Guillaume de Germain for Unsplash.
- Author: Ben Faber
Many states have a designated state bird, flower, fossil, mineral, etc. In California, the state bird is the California Valley Quail, the state flower is the Golden Poppy, the state fossil is the Sabertoothed Cat, and the state mineral is Native Gold. The state rock is Serpentine which contains chrysolite asbestos which is a carcinogen. It's a beautiful rock, though.
The state soil is the San Joaquin series. The series concept is that a given soil has certain properties like pH, depth, color, texture, etc. that distinguishes it from other “soils” or series. So wherever this soil is found it is given the same name. San Joaquin series is a soil that is found primarily along the foothills of the Sierras in the Central Valley. The name comes from where it is first described, in this case, San Joaquin, but it is found in other places. Yolo series is named after a soil on the campus at UC Davis in Yolo county, but it is also found in San Diego county, and in other states.
A description of the state soil can be found at the link below, as well as the state soils in other states:
http://www.soils4teachers.org/files/s4t/k12outreach/ca-state-soil-booklet.pdf
http://www.soils4teachers.org/state-soils
Soils can be highly variable depending on the context in which they are found. Going to flat old Kansas which is actually flatter than a pancake (http://www.usu.edu/geo/geomorph/kansas.html), the variability from spot to spot across miles can be minimal. But going to a place like Ventura, Santa Barbara, San Luis Obispo Counties of the Sierra foothills, you can't step on the same soil twice. That's because of the terrain and landforms. Where there is natural erosion (yes, it doesn't take humans to cause erosion) or accelerated erosion (this is where humans have often changed the landscape with roads, houses, removing ground cover) soil gets moved around and deposited in different positions and over time forms different soils with different properties. On large tracts of land that have not been altered much, such as avocado orchards, the naturally formed soils can be seen. In a housing tract where soil has been moved around to level and compact housing pads, it is often hard to find a natural soil because it is so highly disturbed. The soil can have been moved from one end of a 100 acres tract to the other with big equipment. It's all one big homogenous mix down to several feet at times depending on the slope.
In many cases, it is still possible to see the natural soils and knowing their series classification, it's possible to learn some of the properties and some of the problems that will be encountered when working with them. Knowing the pH prior to working it means that it could be adjusted before planting. It's a whole lot easier to adjust before planting than when the plants are in the ground.
You can see the soils in your area by going to the USDA-NRCS (Natural Resources Conservation Service) website - https://websoilsurvey.sc.egov.usda.gov/App/HomePage.htm - and typing in the area code to find the soil at a given site. It probably isn't the state soil series, but it's your soil series.
For a great text on understanding soils, check out Soils: An Introduction by Michael Singer and Don Munns.
- Author: Hannah Bird
As one of the 9 UCANR Research and Extension Centers (RECs) across California, Hopland REC offers opportunities for research projects across a variety of disciplines particularly those requiring rangeland, oak woodland and chaparral environments. While respecting that need we also have the desire to behave as exemplary stewards of the land, setting examples and raising awareness as we change and improve our methods.
One important lesson that has allowed us to learn and spread knowledge has been from the history of our site. Dr. Donna Gillette has conducted research at HREC since 2006 when it became evident that some of the ancient petroglyph style markings to be found on the 5,358 acre site were likely to be over 2000 years old. Many of these markings take the form of circles carved into large rocks and are described as “Pecked, Curvilinear, Nucleated” markings (PCN's). Following Dr. Gillette's work we discovered that these markings were in fact between 5-8000 years old, pre dating Pomo culture (as we know it).
This fascinating research led us to ask questions about what kind of behavior is appropriate around such important discoveries. Can we touch these markings without degrading them further? Can we show them to the public? How do our Tribal partners feel about such finds? How do they affect land management decisions?
Our own journey led us to work more closely with our local Tribal Historic Preservation Officer (THPO), Shawn Padi of the Hopland Band of Pomo Indians. This partnership has most recently contributed to our “Archaeology for All” event, featuring both archaeologist Dr. Gillette and THPO's Shawn Padi and Hillary Renick on Saturday, October 10th. This event was planned in close collaboration with the Society for California Archaeology, the mini grant that we received enabled us to support the travel costs of our wonderful volunteer speakers, while the Hopland Band of Pomo Indians provided the lunch.
Over 100 members of the public and 30 children attended this event at which we discussed our local history, cultural markings that might be found on our landscape and why it is important to leave any discoveries of artefacts or markings just as you find them and report to your local THPO. Children got the chance to become archaeologists themselves and saw directly how difficult it can be to piece together our history when pieces of the story might have been removed or broken!
Piecing the past together – students try to put together the pieces of broken pottery they have located and mapped – it's not always easy when others have taken some of the pieces as keepsakes.
The challenge of balancing current demands from our natural resources and culturally important sites can be complex. However learning from the history of people in our area is a vital step in understanding sustainable use and behavior for the future. The Hopland Research and Extension Center have benefitted greatly from relationships such as those with local THPO's, their knowledge is integral future land management decisions.